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Annual School Report (2013)

St Anthony's Primary School, Girraween

216 Targo Road, Girraween NSW 2145
Principal: Mr Attila Lendvai
Phone: 9631 5283
Fax: 9636 8657
Email: Girraween@parra.catholic.edu.au
Website: http://www.stanthonysgirraween.catholic.edu.au

Introduction

About the Annual School Report

St Anthony's Primary School is registered by the Board of Studies (New South Walesas a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2013 and gives information about 2014 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008.

The information in this Report is complemented by the school website where other school publications and newsletters can be viewed or obtained from the school


Message from key school bodies

Principal

I am proud to present to you the 2013 Annual School Report for St Anthony's Primary School, Girraween. Thank you for taking the time to read our 2013 Annual School Report. It is my pleasure to give you a brief overview of the school and the important work that we do.

At St Anthony’s Primary School, we participate in the church's mission of education by providing a Catholic environment of Christian life and learning. We strive to integrate the gospel values in our daily lives and encourage our students to grow in their relationship with God, in their self-esteem and in their respect for one another.

We recognise the uniqueness of each child and strive to provide an educational program which directs our students to become responsible individuals and prepares them for success in a technological and global society. Therefore, education must cater for the multiple ways of knowing and provide opportunities for its expression, according to each individual's natural strengths and way of perceiving the world.  

There is potential within every student – perhaps as a leader, teacher, robotics designer, environmentalist, song writer, welder, economist or poet. Education is about empowering students to discover themselves and supporting them in developing their natural curiosity and interests. It is our aim to notice every student and provide opportunities for them to develop as individuals. 

The opportunity to work with the students of St Anthony’s Primary School and to support them in their development as caring, competent, talented, and responsible citizens is appreciated by the staff of the school. 

St Anthony's Primary School is focused on personalising the learning for each student. The open-learning space in all grades provides an environment for our teachers to work collaboratively to ensure that each student has access to quality Catholic learning and teaching experiences. A high value is placed upon accountability. We respond collectively in inquiry, responding and sharing the good news in our school community and beyond. 

All staff have been engaged in further professional learning so that we are able to utilise the benefits of teaching and learning in these open spaces fully. They have provided opportunities for children to learn in groups and in small learning teams. 

We have aspired to maintain and strengthen St Anthony’s Primary School's achievements by continuing to foster a thinking, rich environment where students are actively involved in meaningful work. In 2013 the St Anthony's Primary School community participated in the Quality Catholic School's Survey (QCS) in March. The survey was an initiative directed by the Parramatta Catholic Education Office and involved all staff, randomly selected families and Year 5 and 6 students. The data collected is noted later in the Annual School Report.

The school has enjoyed partnering with families in continuing to shape a safe, challenging, and nurturing school that is full of life, energy, and productivity. Through modelling openness, understanding, acceptance, sensitivity and forgiveness, we hope to inspire the students to become vibrant members of our diverse, multicultural society.

The future of St Anthony’s Primary School is indeed a positive one. 

Parent body

The St Anthony's Primary School Community Group (SCG) is a fund raising body which is made up of dedicated parents whose desire is that all children in the school have the best resources and learning environment possible. Throughout 2013, this parent body met regularly per term. Many events were organised to help us build positive relationships and to reach our goals and foster a welcoming and inclusive environment.

The annual St Anthony's Spring Fair, held in September, for example, demonstrates a great sense of community, family and fun. Over many decades, the St Anthony's Spring Fair has been a well known event in the local area and is a great opportunity for building relationships with the wider community. 

The SCG promotes celebrations for Mothers Day, Fathers Day, Grandparents Day and Shrove Tuesday. We also support the wonderful work of our dedicated teachers by providing them with a special celebration on International Teachers Day.

In 2013 the SCG provided a welcoming dinner for Kindergarten and new families as well as morning teas after Monday morning assembly to greet parents, grandparents and friends of St Anthony's Primary School. Parent volunteers also facilitate student banking as a service for the students.

The children are entertained throughout the year with discos, mufti days, raffles and other seasonal celebrations. Groups of parents assisted with sporting carnivals and fundraising events, Mothers Day and Fathers Day stalls and canteen.

Our major role is to support the school with fundraising events to purchase resources to enrich our children's learning environment. A major improvement project in 2013 was the rejuvenation of our grass playground, opening up the space and laying a new synthetic surface. This was a significant investment which would not have been possible without the fundraising support of our school community.

Student body

All students at St Anthony's Primary School are encouraged to contribute positively to the life of the school by demonstrating leadership skills at their level. In 2013 the students had many opportunities to participate in liturgical celebrations and activities throughout the school year. At the Opening School Mass all Year 6 students received a leader's badge and they made a commitment to serve the school community to the best of their ability.

At St Anthony's Primary School the students had many opportunities to participate in a range of sporting activities. The St Anthony's Primary School's media team published the school newsletter each fortnight.

The students participated in a Peer Support program to help us build good relationships with other students and to help children get along together. Each grade participated in an excursion and students also enjoyed many incursions throughout the year. 

Our Year 6 student leaders participated in a Mercy Summit.  They learned about the story of the Sisters of Mercy who founded our school, and of Catherine McAuley, who founded the Sisters of Mercy.  They worked with Year 6 to implement a project to help the whole school learn about the Mercy story and support Mamre House, a Mercy sponsored work.  

All students participated in the Dance Fever program in term 2, Years 3 to 6 participated in the Dance challenge with other schools at Homebush.


Who we are

History of school

The first Catholic school in Toongabbie, known as St Enda's, was opened in January 1950 by the Sisters of Mercy who travelled daily from Parramatta. At that time, the school served part of the then larger parish of Wentworthville. The first classes were taught in the original church in Aurelia St, Toongabbie, which is now the parish hall.

The Parish of Toongabbie was established by Cardinal Gilroy in 1951 and named in honour of St Anthony of Padua.

To accommodate the growing school, the present site was acquired on Targo Road, Girraween. The school relocated from the parish hall to the Targo Road site in 1956.

The first lay principal was appointed to the school in 1981.  Although the Sisters of Mercy no longer work at the school, the staff remain committed to continuing the Mercy tradition and story, and the school works to continue to engage the sisters in the life of the school.

Major capital works were undertaken in 1997, and again in 2010 to provide St Anthony's with contemporary learning and teaching facilities.

Location/drawing area

Located in Girraween, the school serves the parish of St Anthony's, Toongabbie and draws on students from Girraween, Toongabbie, Seven Hills, Pendle Hill and Wentworthville. The school is a short walk to the St Anthony's parish church. During the year the grades attend the Friday morning parish mass on a rostered basis.

St Anthony's Primary School is a co-educational systemic school with a population of 395 children. We are a multicultural community with children from 20 different nationalities and languages represented. 

Enrolment policy

St Anthony's Primary School follows the Catholic Education, Diocese of Parramatta (CEDP) document, Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolments

Year Boys Girls Total
2011 202 186 388
2012 196 186 382
2013 195 200 395

The enrolment needs of families in Toongabbie and Girraween are catered for by St Anthony's Primary School, Girraween. The Out of Hours School Care facilities at St Anthony's Primary School supports working families in the local area.

Characteristics of the student body

The table below shows the number of students in each of the categories listed.

Language Backgrounds other than English (LBOTE)* Student with Disabilities (SWD)* Indigenous
 223  14  5

School review and development

Annual school priorities

 Priority Reason for the priority
Steps taken to achieve the priority Status of the priority (Achieved, not yet achieved, Ongoing, no longer a priority)
In the area of formation, our priority was to improve religious literacy by using data to improve teaching and learning.
This priority was chosen in response to a identified need to respond to student assessment data in Religious Education (RE) more effectively.
  • teaching and analysis of the implementation of the Angelus across the school
  • instructional walks on the implementation of Exploring Scripture and word walls in RE classes
  • professional learning and analysis of the Diocesan Religious Literacy Assessment
 Ongoing
In the area of literacy, our priority was to improve reading comprehension by using data to inform teaching and learning
This priority was chosen in response to National Assessment Program - Literacy and Numeracy (NAPLAN) data for reading comprehension.
  • Progressive Achievement Tests in Reading (PAT-R) assessment implemented Years 1 to 6
  • professional learning to develop agreed practice in teaching comprehension skills
Ongoing
In the area of numeracy, our priority was to improve student growth points in number by using data to inform teaching and learning.
This priority was chosen from analysis of 2012 Mathematics Assessment Interview data and the desire to improve student growth.
  • professional learning on meeting student needs through rich tasks at the first wave of teaching
  • developing pedagogical content knowledge of teachers
  • professional learning on developing and implementing learning intentions and success criteria in Mathematics lessons
 Ongoing

 

Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
In the area of Religious Education, our priority will be to achieve student learning gain in the content area of Scripture in the Religious Education curriculum.
This priority was chosen as a result of student learning data from the annual Religious Literacy Assessment for Years 4 and 6 students.
  • teachers looking at how the content area of Scripture is embedded within every unit of Religious Education, Kindergarten to Year 6 ( K-6)
  • implement a range of strategies and resources to develop student understanding of Scripture texts
In the area of literacy, our priority will be to maximise student learning outcomes through the development of shared and agreed practices around reading.
This priority was chosen as a result of student learning data in reading including running records, PAT-R and NAPLAN.
  • implement elements of the literacy block success criteria in reading and writing
In the area of Numeracy, our priority will be to maximise student learning outcomes by using data to inform, adapt and assess teaching.
This priority was chosen as a result of student learning data in Mathematics including MAI student data and NAPLAN.
  • continue staff professional learning in Mathematics teaching
  • implement elements of the numeracy block success criteria

Catholic identity

Prayer, liturgical life and faith experiences

At St Anthony's Primary School, all staff work with the Religious Education coordinator to prepare liturgical celebrations. Students are encouraged to participate fully, consciously and actively in liturgical celebrations through the use of listening, song, action, responding and engagement with the liturgical symbols, keeping in mind the students' level of social, intellectual and faith development. Our parishioners, parents and friends are invited and included in our celebrations.

Prayer is an important part of our school community, integrating the richness of the gospel with the life of the community. Throughout 2013:
  • We gathered as a faith community for Monday morning and other weekday assemblies to pray and to share a gospel action of the week. 
  • Classes participated in parish masses, celebrated the Sacrament of Reconciliation and participated in class prayer experiences on a daily basis.
  • Staff came together in prayer once a week and for a Spiritual Formation Day.

St Anthony's Primary School enjoys a rich prayer and liturgical life. Many significant feast days, religious events and the church seasons are celebrated with whole-school celebrations, such as beginning and end of year masses, Ash Wednesday, St Anthony's Day, the Feast of Our Lady of Mercy, and Advent.

Social justice

The school community's engaged in a range of initiatives to promote social justice. These engaged students, staff and parents, and included practical support of:

  • Project Compassion
  • Winter and Christmas Appeals of the St Vincent de Paul Society
  • Mamre House

Our Year 6 students actively engaged in fundraising at school and in the local community to support the Catholic Care Social Services bushfire appeal, in direct response to the emergency in the Blue Mountains in October. The school also held its biennial walkathon to raise funds to support pastoral care initiatives and needs within the school community. The support of the school community in all these social justice works was outstanding.

Our school leaders and Year 6 students participated in a Mercy Summit, which sought to connect students with the Mercy charism of the school through practical action. Our Staff Formation Day in 2013 was specifically focused on the topic of promoting justice in a Mercy school.

School, home and parish partnerships

Pastors are an integral part of the St Anthony's Primary School community, linking parish and school. Teachers, parents and parish priests work together to educate our children. Wherever possible, the school and parish work together to provide rich faith experiences for the students and parents. The parish priest, assistant priest and pastoral associate are regular visitors to the school and they support staff and families in the faith development of students and parents.

The school community supports the students who are celebrating the Sacraments by teaching Religious Education units in class that supplement the students' understanding; by having staff members attend the celebrations and by the school praying for the students during their preparation. The students are also acknowledged at our school assemblies and in our newsletters as having received the Sacraments. Our Years 5 and 6 students are trained as altar servers for school and parish liturgies. The principal is an ex officio member of the parish council and attends meetings and retreats. Parent forums are held to assist in building relationships between parish and school.

The School Community Group has members with the specific role of promoting pastoral care among families in the school community.

Religious Education

Religious Education

Religious Education is based on the Parramatta Diocesan Religious Education curriculum, Sharing Our Story. This document provides a developmental course of studies in Religious Education from Kindergarten to Year 12.

The St Anthony's Primary School school-based scope and sequence demonstrates the adaptations and variations teachers have made to the units of work according to student needs, based on primarily the parish Sacramental process; the Year 5 Leadership program; the liturgical calendar; and specific grade focuses.

Pastoral care programs include Anti-bullying, Social Skills, Child Protection, Peer Support, Buddy as well as the Student Representative Council and family support groups.

Professional learning of staff in Religious Education

Professional Learning in Religious Education was focused on using data and effective strategies to improve the religious literacy of students. Staff engaged in professional learning on the use of the Exploring Scripture storytelling method; effective use of word walls to improve religious literacy; and developing a deeper understanding of the Religious Literacy Assessment and how it can inform learning and teaching.

All staff engaged in professional learning and formation to support the implementation of the daily praying of the Angelus across the school.

In 2013 the staff of St Anthony's Primary School continued their spiritual formation in the Mercy story by exploring the Mercy value of justice.


Learning and teaching

National Assessment Program - Literacy and Numeracy (NAPLAN) 2013

Students in Year 3 and Year 5 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2013. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Band 2 is the minimum standard for Year 3 and band 4 is the minimum standard for Year 5. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

 % of students at or above national minimum standard% of students in top three bands
 SchoolAustraliaSchoolAustralia
Year 3:    
Literacy96.30 95.00 81.48 71.70
Numeracy98.10 95.80 39.62 62.00
Reading98.10 95.30 64.81 69.30
Writing96.30 95.00 77.78 75.40
Grammar and Punctuation98.10 95.30 74.07 73.40
Spelling94.40 93.90 74.07 67.40
Year 5:    
Literacy97.90 94.00 70.21 58.17
Numeracy91.50 93.40 38.30 51.70
Reading95.70 96.20 61.70 62.80
Writing95.70 91.70 72.34 51.90
Grammar and Punctuation97.90 94.80 68.09 61.50
Spelling93.60 93.10 76.60 58.30

Year 5 boys have improved by 27 scale scores from the 2012 data in the test aspect of reading. Year 5 boys are also 43 scale scores above the state average, and 14 scale scores above the average growth from Years 3 to 5 in the test aspect of writing.

The percentage of students at St Anthony's Primary School achieving at or above national minimum standard is above national average in most test aspects.

When identifying areas for development, the school is examining the need for improvement in achievement for Year 3 girls in the test aspects of Numeracy and grammar and punctuation.

School curriculum

We recognise that children are individuals and that each child is a unique person. In the school curriculum we aim to provide experiences that will cater for all students' learning and social needs through areas such as:
  • reading recovery
  • Extending Mathematical Understanding (EMU) specialist teacher
  • literacy and numeracy support - teacher coaches
  • various challenge groups and enrichment activities such as the gardening project
  • music instrument lessons offered to students at lunch time and after school, two days per week
  • opportunity for students to participate in the Premier's Reading Challenge and the Executive Director's (Catholic Education Office) Summer Reading Challenge
  • Diocesan Voice of Youth competition
  • Dance Fever
  • media and movie teams
  • extra-curricular activities - cooking, knitting, calligraphy, dance etc

Transition Programs

In the Kindergarten Orientation program:

  • principal attended preschool prior to St Anthony's Primary School Open Day
  • Annual School Open Day held for prospective parents to visit and meet principal, staff and students
  • visit by the learning support teacher to preschool to talk about the needs of particular children
  • student participation in a variety of activities and assessments, meeting their teacher and getting to know class mates
  • parents attending an information session
  • morning tea for parents on the first day of Kindergarten, and welcoming barbecue for new families
In the Year 6 Transition program:
  • Students visited their respective high schools for orientation prior to commencement.
  • The class teachers liaised with high school personnel with regard to student needs.
  • High school personnel presented information sessions to Year 6 students.
  • Students with special needs were assisted by social stories that were created to assist in progression to next grade and the School Transition program.

Other
areas

Sporting
programs and co-curricular activities such as:
  • diocesan touch football, netball, soccer
  • Mark Taylor Shield cricket
  • basketball
  • zone and diocesan athletics, swimming and cross county
  • Australian Rules Football and cricket clinics

Throughout the year we have several visiting sporting clubs offering students skills training in various sports.

Other curriculum-based activities the school engaged in include:

  • Peer Support program
  • Swimming program
  • International Competitions and Assessments for Schools (ICAS) competitions
  • art and writing competitions
  • swimming, athletics and cross-country carnivals
  • grade excursions
  • Clean Up Australia Day
  • school choir and band

Initiatives to promote respect and responsibility

The school's Mission and Vision Statement highlights the importance of respect in relation to the rights and beliefs of all members of the community and of the children as individuals. Every member of the St Anthony's Primary School community has the responsibility to engage in the building of a learning environment which models relationships based on mutual respect - to live In Word and Deed

Reminders of respect and responsibility occur at regular intervals throughout the year and, in particular, at the beginning of each school day and at school assemblies

The school presents teaching/learning programs for Kindergarten to Year 6 (K-6) and units of work in the following areas to promote respect and responsibility:

  • Anti-bullying program
  • Social Skills program
  • peer support
  • Protective Behaviours program
  • passive play
  • buddy system
  • opportunities for senior students to develop their leadership skills

In these programs the students are explicitly taught, and have opportunities to practise skills which engender respect for, and heighten awareness of, their responsibility for themselvesothers and the environment.

St Anthony's Primary School's Wellbeing policy is directed at encouraging our students to become effective and responsible members of society.

Parent satisfaction with the school

During 2013, Catholic Education Diocese of Parramatta engaged insight SRC to conduct the Quality Catholic Schooling (QCS) survey to provide feedback from parents, students and staff about our school. This survey will be conducted annually.

The QCS data collected and reported showed that parents:

  • valued the importance of belonging to a Catholic community, participating in prayer, ministry and liturgy in the parish
  • recognised and valued the school Social Justice programs
  • valued partnership connections between the school and parish 

- Staff, students and parents see the importance of belonging to a Catholic community and they value participating in prayer, ministry and liturgy in St Anthony’s Parish. Partnership connections between the school and parish are highly valued.
- Staff, students and parents see the importance of belonging to a Catholic community and they value participating in prayer, ministry and liturgy in St Anthony’s Parish. Partnership connections between the school and parish are highly valued.

Student satisfaction with the school

The QCS data showed:

  • Students recognised and valued the Social Justice programs implemented at St Anthony’s Primary School.
  • Students found their teachers to be supportive.
  • A large proportion of students believed the learning they engaged in was purposeful and stimulating.

Teacher satisfaction with the school

The staff of St Anthony’s Primary School has worked through the Quality Catholic Schools data of the previous year. It is important to view the data as a way of improving our school community.

The QCS data showed:

  • Staff valued the importance of creating an effective teaching and learning environment for students. 
  • Staff valued the continual need for a rigorous professional learning culture characterised by role clarity, clear expectations of colleagues and constructive feedback leading to improved learning outcomes. 

Workforce composition

Category
Number of Staff
Number of teachers who hold teaching qualifications from a higher education institution within Australia or as recognised by AEI-NOOSR*.
 22
Number of teachers who have a bachelor degree from a higher education institution within Australian or within AEI-NOOSR* guidelines but lacking formal teacher qualifications.
 0
Number of teachers who do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to their teaching context.
 0
Number of teachers accredited to teach Religious Education
 17
Number of teachers currently undertaking accreditation to teach Religious Education
 2
Number of non-teaching staff (includes teachers aides)
 11
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

Professional learning was a regular part of learning and teaching practice.  Staff meetings in 2013 were focused on building the capacity of staff.

Professional learning opportunities included:

  • effective pedagogy and teaching practice
  • Reading Recovery
  • literacy workshops
  • staff formation - mercy and justice
  • Google Apps implementation
  • staff iPad workshops
  • early years literacy assessment
  • Reading Recovery supervisor training
  • Exploring Scripture training
  • principal's master class
  • Ann D Clark lecture
  • learning coach professional development opportunities
  • sporting skills
  • numeracy workshops - learning intentions and success criteria
  • engagement in instruction triad walks for numeracy lessons
  • professional reading and discussion of Putting FACES on the Data 
  • workshops for leaders of learning 
  • professional reading opportunities in numeracy and literacy 
  • new scheme teachers professional learning
  • principals, priests and religious education coordinators forum
  • Religious Education coordinator meetings
  • Extending Mathematical Understanding
  • Cardiopulmonary Resuscitation (CPR) 
  • asthma management

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 93.56%.

Teacher retention

Of the 2013 teaching staff, 86.96% were retained from 2012.

Student attendance rates

Percentage of student attendance by Year level and school average:

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 School Average
 96.31  95.99  95.16  94.56  96.08  96.37  95.42  95.56

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is 6 to 17. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within seven days to the school, and taking measures to resolve attendance issues involving their children. School staff, as part of their duty of care, monitor part or whole day absences. They maintain accurate records of student attendance, follow up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal or their delegate may grant permission for late arrival at school or early departure from school, leave, or exemption from attendance only in individual cases, on written request from parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to Catholic Education Office staff for follow up.

Pastoral care of students

Student welfare, discipline and anti-bullying policies and pastoral care

St Anthony's Primary School follows a Student Behaviour Management policy which is reviewed annually. After a review of the policy in early 2010 modifications were made to student management protocols at the classroom level. In 2012 this policy was reviewed and renamed the Wellbeing policy. The Wellbeing policy was reviewed in 2012 by staff, students and parents. The rights and responsibilities were updated and a criteria matrix for the appropriate behaviour in all areas of the school was developed and included. At the beginning of each year and term the teachers reinforce the school rules and identify the acceptable behaviours accordingly that are necessary for St Anthony's Primary School to be a safe environment for all students.

The Wellbeing policy has been developed so that the children may grow in their love and respect for themselves, for others and for the environment.

Through this policy we aim to

  • promote the three school rules: Respect Self, Respect Others and Respect the Environment
  • direct and guide the children toward responsible decision making and self-control
  • ensure that all members of the community are accepted, respected and valued
  • promote justice, equity, honesty, compassion and consistency
  • provide a safe environment where all understand their rights and responsibilities
  • develop an awareness in students that all behaviour choices have a consequence

The school has an articulated set of agreements that recognise that each student has rights and responsibilities. These are displayed throughout the classrooms and promoted through daily interactions with students.  

The full text of the Wellbeing policy and related statements can be obtained via the school website: http://www.stanthonysgirraween.catholic.edu.au

Complaints and grievances policy

The school has formal written protocols in place to address complaints and grievances. These protocols are in line with the Catholic Education, Diocese of Parramatta Complaint Handling policy. A copy of the school policy is available from the school office or is available on the CEDP website http://www.parra.catholic.edu.au/policy-central. The school's Complaints and Grievances Procedures were reviewed in 2013 and are available on the school website http://www.stanthonysgirraween.catholic.edu.au.

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 St Anthony's Primary School received $9,054.00 as interest subsidy.

Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme and looks forward to the implementation of the Building Grants Assistance Scheme as these are of vital importance to the ongoing wellbeing of this school.

Fees relate to diocesan and school based fees, excursions and other private income from fundraisers.

State relates to State Recurrent Grants including per capita funding, interest subsidy and special purpose grants.

Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purpose grants.

Capital relates to Government Capital Grants including monies received under the Building Education Revolution.

Other refers to Other Capital Income including drawdowns from the Diocesan School Building Fund to fund Capital Expenditure.

School recurrent and capital expenditure

School recurrent and capital expenditure

Salary refers to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave.

Non-Salary refers to all other Non-Salary Recurrent Expenses.

Capital refers to Non-Recurrent Capital Expenditure including School Buildings, Furniture and Equipment.


 
   
  
 

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Our theme for Term 3 is "Construct Your Learning" The playground was a construction zone!
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